(Luận văn hpu) a study on the vocabulary learning strategies employed by 2nd year english majors students at hai phong private university

BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG - ISO 9001:2015 KHĨA LUẬN TỐT NGHIỆP NGÀNH: NGƠN NGỮ ANH Sinh viên Giảng viên hướng dẫn : Nguyễn Thị Lan Hương : ThS Phan Thị Mai Hương HẢI PHÒNG - 2018 i MINISTRY OF EDUCATION AND TRAINING HAIPHONG PRIVATE UNIVERSITY - A STUDY ON THE VOCABULARY LEARNING STRATEGIES ND EMPLOYED BY -YEAR ENGLISH MAJORS STUDENTS AT HAI PHONG PRIVATE UNIVERSITY GRADUATION PAPER Student Class Supervisor : Nguyen Thi Lan Huong : NA1802 : Phan Thi Mai Huong (M.A) HẢI PHÒNG - 2018 ii BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP Sinh viên: Nguyễn Thị Lan Hương Mã SV:1412751047 Lớp: NA1802 Ngành:Ngôn Ngữ Anh Tên đề tài: “A study on the vocabulary learning strategies employed by 2nd-year English majors students at Hai Phong Private University.” iii NHIỆM VỤ ĐỀ TÀI Nội dung yêu cầu cần giải nhiệm vụ đề tài tốt nghiệp ( lý luận, thực tiễn, số liệu cần tính tốn vẽ) …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… Các số liệu cần thiết để thiết kế, tính tốn …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… Địa điểm thực tập tốt nghiệp …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… iv CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP Người hướng dẫn thứ nhất: Họ tên: Học hàm, học vị: Cơ quan công tác: Nội dung hướng dẫn: Người hướng dẫn thứ hai: Họ tên: Học hàm, học vị: Cơ quan công tác: Nội dung hướng dẫn: Đề tài tốt nghiệp giao ngày tháng năm Yêu cầu phải hoàn thành xong trước ngày tháng Đã nhận nhiệm vụ ĐTTN Đã giao nhiệm vụ ĐTTN Sinh viên năm Người hướng dẫn Hải Phòng, ngày Hiệu trưởng GS.TS.NGƯT Trần Hữu Nghị v tháng năm 2018 TABLE OF CONTENT ACKNOWLEDGMENT ABSTRACT CHAPTER ONE: INTRODUCTION Rationale Objectives of the study Research Questions 4 Scope of the study Method of the study Design of the study CHAPTER TWO - LITERATURE REVIEW 2.1 Introduction 2.2 Language learning strategies 2.2.1 The definitions of learning strategies 2.2.2 The characteristics of learning strategies 2.2.3 Classifications of learning strategies 2.3 Vocabulary and vocabulary learning strategies 14 2.3.1 Construct of knowing a word 14 2.3.2 Vocabulary learning strategies 16 CHAPTER - THE STUDY 26 3.1 Research questions 26 3.2 Participants 26 3.4 Data collection procedure 29 3.5 Data analysis procedure 29 3.5.1 Applying Determination strategies to learning English vocabulary 29 3.5.2 Applying Social strategies to learning English vocabulary 31 3.5.3 Applying Memory strategies to learning vocabulary 32 3.5.4 Applying Cognitive strategies to learning vocabulary 34 3.5.5 Applying Metacognitive strategies to learning vocabulary 35 3.6 Overall vocabulary learning strategy use 36 3.7 The differences in the use of vocabulary learning strategies in terms of gender 36 3.8 Summary 38 CHAPTER 4: ANALYSIS AND DISCUSSION 39 vi 4.1 Vocabulary Learning Strategies used by the student of 2nd-year English majors at HPU: What and How often? 39 4.2 The differences in the use of vocabulary learning strategies in terms of gender 41 CHAPTER 5: CONCLUSION 42 5.1 Summary and Implications 42 5.2 Limitations and suggestions for further study .43 REFERENCES 44 APPENDIX 46 vii LIST OF TABLES Table 1: Components of learning strategies Table 2: Features of language learning strategies .8 Table 3: Direct learning strategies .12 Table 4: Indirect learning strategies 14 Table 6: Taxonomy of vocabulary learning strategies 22 Table 7: Vocabulary Learning Strategies in The Questionnaire .27 Table 8: The questionnaire 28 Table 9: Comparisons of Strategy Use by Gender 38 viii LIST OF FIGURES Figure 1: Students’ use of DET strategies in vocabulary learning 30 Figure 2: Students’ use of SOC strategies in vocabulary learning 31 Figure 3: Students’ use of MEM strategies in vocabulary learning 33 Figure 4: Students’ use of COG strategies in vocabulary learning 34 Figure 5: Students’ use of MET strategies in vocabulary learning 35 Figure 6: Statistics of five groups of vocabulary learning strategies 39 ix ACKNOWLEDGMENT During the process of doing this graduation paper, I have received many necessary assistances, precious ideas and timely encouragements from my teachers, family and friends This paper could not have been completed without the help, encouragement and support from a number of people who all deserve my sincerest gratitude and appreciation First of all, I would like to express my gratitude and appreciation to the teachers of The Foreign Languages Department of HaiPhong Private University, who have imparted golden knowledge to me From these support, I was able to improve my English skills and have a solid background to make my dream come true Secondly, I wish to express my deepest gratitude to my supervisor – Mrs Phan Thi Mai Huong, the English teacher of English Department, who has always been willing to give me valuable advices and suggestions in order that I can complete successfully this study I am so thankful to students of K21 at the Foreign Language Department for their whole – heart participation in the study I would like to acknowledge my thanks to all the authors of the books, magazines, and the other materials listed in the reference part for their ideas that have been reflected and developed in the study I am equally indebted to my classmates for their suggestions and encouragements in the process of my study Last but not least, my particular thanks are given to my parents for their encouragement and support which played an important role in my graduation paper